Re-Conceptualising Teacher Education For VET Practitioners: An Australian Case Study

  • Sally Leavold
  • Margaret Taylor
Keywords: Recognition of Prior Learning (RPL), assessment, credit, evidence collection

Abstract

Training of Vocational Education & Training (VET) practitioners is most effective when it models best practice learning and assessment. This paper reports on a project in progress at RMIT University in Australia which is modelling an RPL process for participants in the Diploma of VET Practice. We discuss the inaugural delivery of the Diploma of VET Practice that progresses through four cycles of action learning, each cycle with a different focus: self, student, organisation & VET sector and industry.The core component of the Diploma of VET Practice at RMIT Univrsity is the recognition of prior learning (RPL), a process through which participants are able to gain credit for units of competencies based on skills and knowledge gained through experience in the workplace, in voluntary work, in social or domestic activities or through informal or formal training, or other life experiences. The paper outlines the learning and assessment principles governing the design of the program, the customisation required for the group, the impact of the RPL process on program design and the challenges and breakthroughs for participants and program facilitators.

Author Biographies

Sally Leavold
Director VET Programs, School of Education, RMIT University,
Melbourne Australia, 80-92 Victoria Street Carlton Melbourne Australia,
Margaret Taylor
Consultant Learning Edges Australia Pty. Ltd. PO Box 24
Swan Reach Vic Australia 3903
Published
2009-08-09
How to Cite
Leavold, S., & Taylor, M. (2009). Re-Conceptualising Teacher Education For VET Practitioners: An Australian Case Study. Journal of Technical Education and Training, 1(1). Retrieved from https://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/285
Section
Articles